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The notion of otherness, often misused, requires important conceptualization work in order for it to be considered in all of its forms, and not simply reduced to the account of others. Although otherness certainly questions the link to the other (relation), it also questions the link to the self (reflexivity) and the link to knowledge (epistemology). Being tridimensional, the process of otherness is a paradox, the meaning of which can only be drawn thanks to ethics, psychoanalytical orientation and the history of philosophical ideas. This book, which relates to philosophy of education, seeks to explain the problematic notion of otherness, the desire for which is specific to humankind. It examines how otherness questions the limits of knowledge, transmission and language, and argues that it is in fact a value, a tool and practice for all the actors involved in the relationship between education, knowledge and care

Mass higher education has taken hold in the developed nations, and a widely held belief exists that higher education is a "right." With massification have emerged two notable trends: an entrepreneurial emphasis fuelled by the revenue-cost squeeze ensuing from reduced and realigned government funding; and a quest for differentiation through "Image Management" and even "Branding," given the multitude of institutions and offerings present in the "post- massification" era. This paper examines this evolution, some say "revolution," in the university sector. ; Cet accès universel a entraîné deux phénomènes notables: d'une part un accent sur 1'entrepreneurial justifié par la réduction du financement gouvernemental et l'obligation d'assumer les coûts de fonctionnement; d'autre part, la nécessité que le grand nombre d'établissements et de programmes qui ont facilité cette universalité se distinguent individuellement en recourant à la « gestion de l'image» et même à la création d'une « marque de commerce ». Cet article examine cette évolution, ou même « révolution » comme certains la qualifient, dans le secteur universitaire.

Globally, parents in families are coping with major societal changes. Economic distress, shifting resource allocation, and other societal pressures challenge today's parents. Consequently, scholars in growing numbers focus on issues related to parenting and parent education. The papers in this special issue represent a very small but geographically diverse sample of the research of current global research on parenting. Global issues related to public policy and practices in a changing world are examined. Specific topics include contemporary international issues of maternal and paternal leave, cross-cultural influences, parenting policies, fertility, and relationships between deviance and parenting. Earlier versions of the papers were presented by scholars at the 2009 International Conference on Parent Education and Parenting. The conference was the first joint meeting of the University of North Texas' Center for Parent Education (CPE) and the International Sociological Association's Committee on Family Research (CFR). Because of the success of this initial conference the collaboration has continued and the third annual international conference is being planned in 2011. Detailed information about the CPE, the 2009 conference, other international research, practice presentations, and directions for future research are presented.

"This timeless classic by Harold J. Laski explains the nature of the modern state by examining its characteristics, as revealed by its history. The State in Theory and Practice is a work that grows in significance, rather than dwindles over time. This is because, as Sidney A. Pearson, Jr. points out, Laski helped develop and expound the foundational arguments of the political left.After the collapse of the Soviet Union, even on the hard left, few people thought of Marxism, at least in its classical formulation by Laski in the 1930s, as a political alternative. Much of the interest in Laski seeks to separate the early Laski of pluralist parliamentary arguments from the later Laski of Marxism. Laski's appeal rests on subtle aspects of his science of politics that require a detailed examination before their full significance can be understood. The state is a work that operates at several layers of assumptions and implications.The significance of Laski starts with the observation that among many intellectuals on the left, the political critique of liberal democracy remains as influential after the collapse of the Soviet Union as it was when Laski wrote. The leftist critique of classical liberalism is one of the touchstones of modern political thought and Laski remains part of that tradition. Laski is one of the links between what might be called the ""old left"" of the pre-World War II era and the ""new left"" of the 1960's and later."--Provided by publisher.

The aim of this article is to present practices for regulating elementary and secondary education from an international perspective. It presents processes needed to introduce a system of external evaluation and takes account of the danger that if not carefully thought out, external evaluation can adhere to procedure to too great an extent, to the detriment of actual improvements in education. An external evaluation model that could be implemented in the Slovenian education system is then proposed. The proposed model stresses schools' accountability to the public, the dissemination of effective practices, and the delivery of relevant information to those in charge of national school policy. The model upgrades existing mechanisms for assessing and maintaining quality and links them with a legislation proposal to form a coherent whole.

Intro -- The Melting Pot in Israel -- CONTENTS -- ABBREVIATIONS -- PREFACE -- BOOK I -- INTRODUCTION -- 1. EARLY INCIDENTS OF RELIGIOUS-SECULAR CONFLICT -- 2. ABSORPTION OF MASS IMMIGRATION IN THE EARLY YEARS -- 3. WHY WAS A GOVERNMENT COMMISSION OF INQUIRY APPOINTED? -- 4. THE COMPOSITION OF THE COMMISSION OF INQUIRY -- 5. BEN-GURION'S STAND ON THE EDUCATION OF IMMIGRANT CHILDREN -- 6. ATTITUDES OF VARIOUS PARTIES TOWARD THE COMMISSION OF INQUIRY -- 7. UNIFORM EDUCATION IN THE IMMIGRANT CAMPS AND THE RELIGIOUS WORKERS STREAM -- 8. POLITICAL DEVELOPMENTS DURING THE COURSE OF THE COMMISSION'S INVESTIGATION -- 9.THE CULTURE DEPARTMENT'S OBJECTIONS TO THE COMMISSION'S CONCLUSIONS -- 10. REACTIONS TO THE FRUMKIN REPORT: GOVERNMENT, KNESSET, HISTADRUT -- 11. COMMENTS ON THE PROCEDURES AND CONCLUSIONS OF THE FRUMKIN COMMISSION -- 12. THE DECISION TO INTRODUCE A STATE EDUCATIONAL SYSTEM (1953) -- 13. SHAS-THE PARTY WHOSE ROOTS LIE IN THE ANTI-RELIGIOUS COERCION OF ISRAEL'S FIRST YEARS -- 14. SUMMING UP: ISRAEL-FROM "MELTING POT" TO PLURALISTIC STATE -- NOTES TO BOOK I -- NOTES TO INTRODUCTION -- NOTES TO CHAPTER 1 -- NOTES TO CHAPTER 2 -- NOTES TO CHAPTER 3 -- NOTES TO CHAPTER 4 -- NOTES TO CHAPTER 5 -- NOTES TO CHAPTER 6 -- NOTES TO CHAPTER 7 -- NOTES TO CHAPTER 8 -- NOTES TO CHAPTER 9 -- NOTES TO CHAPTER 10 -- NOTES TO CHAPTER 11 -- NOTES TO CHAPTER 12 -- NOTES TO CHAPTER 13 -- NOTES TO CHAPTER 14 -- BOOK II -- REPORT OF THE COMMISSION OF INQUIRY CONCERNING EDUCATION IN THE IMMIGRANT CAMPS -- INTRODUCTION: APPOINTMENT, AUTHORITY, AND PROCEDURES OF THE COMMISSION -- 1. THE GENERAL BACKGROUND -- 2. THE IMMIGRANT CAMPS -- 3. SPECIFIC ACCUSATIONS -- 4. ACCUSATIONS IN THE PRESS -- 5. SOURCES OF PROPAGANDA ABROAD -- 6. CONCLUSIONS -- ADDENDUM: LIST OF WITNESSES WHO TESTIFIED BEFORE THE COMMISSION -- NOTES TO BOOK II -- NOTES TO INTRODUCTION.

Capabilities Approach The authors assess the potentials and pitfalls of the Capabilities Approach to issues of education and welfare. Renowned philosophers, sociologists, psychologists, economists and educational scientists explore the conceptual and practical implications of this approach for delivering socially just policies. The volume analyses the potentials and pitfalls of the Capabilities Approach (CA) which was initially developed by the Indian economist Amartya Sen and the American philosopher Martha Nussbaum. CA is considered as a philosophical approach to social justice, a scientific approach to research welfare production and eventually as a potentially new practically adoptable fundament for educational and social service delivery. CA is one of the currently most influential attempts to reconcile the competing demands which are associated with the fundamental conceptions of equality, recognition and liberty and advocates an egalitarian, political conception of social justice which is concerned with the cultivation, maximization and just distribution of the (real) freedom of individuals. Renowned philosophers, sociologists, psychologists, economists and educational scientists investigate the complex relation of education and welfare against the background of major economic, political and cultural transformations within and across European societies.

Every child is entitled to access quality early childhood education. Education services are meant to develop all individuals' cognitive capacities, though this may vary with individuals given their variable genetic make-up. Early childhood education is one way in which children are developed for the future. This study sought to establish the accessibility and equality in the provision of early childhood education services to children in the Kingdom of Eswatini, Manzini region. Open-ended interviews were the instruments used for data collection. Thematic analysis was the data analysis method used in this study. The study found that in the Kingdom of Eswatini in Manzini region, not all children of early childhood going age go to school due to limited finances, poverty, and sicknesses. The study concluded that there is no equality in the provision of early childhood education, as privately-owned early childhood development centers were meant for the few who could afford, as most parents could not afford the fees. The study also found that some parents were not aware of the value of early childhood education. The study recommends that the Ministry of Education formulates a policy that will compel all children to attend early childhood education to achieve their goal of providing equal and quality education to all children in the country. The government of the Kingdom of Eswatini should pronounce the value of early childhood education and start funding preschool education and also provide a documented national curriculum to ensure equality.

The current rise of patriotic ideals in Japanese school as a result of review of Fundamental Law of Education (1947), certification of nationalist textbooks from "Japanese Society for History Textbook Reform" (Atarashii Rekishi Kyōkasho o Tsukuru Kai [新しい歴史教科書をつくる会]) and the teachers' reactions against the State intervention and in favour of freedom of conscience have shown that historical memory management in teaching of History has an important role in Citizenship Education. Making a brief review about configuration of Japanese Education System (shôgakkô [小学校], chûgakkô [中学校], kôtôgakkô [高等学校] and daigaku [大学]) from the Meiji era (1868 – 1912) to the present; we are going to understand the key elements that have currently promoted the entry of patriotism in Japanese schools. By the end of the 20th century, the cultivation of patriotism like educational goal had already become widespread among right-leaning interests under the leadership of the Liberal Democratic Party and through its revision to the official Curriculum Guidelines (Kondo y Wu, 2011). Controversy has increased in recent years since the flag of the Rising Sun and Kimi-gayo had become the national flag and anthem in 1999. Issues like these have mobilized national and international public opinion.

The South Carolina Higher Education Statistical Abstract is a comprehensive, single-source compilation of tables and graphs which report data frequently requested by members of the coordinating board, staffs of colleges and universities, the legislature, state government officials and the general public. Located in the Abstract are the latest statistics on enrollment, degrees awarded, faculty, tuition and fees, funding and other factual data. A glossary of terms used is included in the back of the Abstract.

THE ARTICLE EXPLICATES THESE ASSUMPTIONS AND SOME OF THEIR MORE UNCOMFORTABLE IMPLICATIONS OF THE MOTIVES AND IMPORT OF INSTRUCTION OF EDUCATORS WHO BRING THESE NOTIONS TO THE PRE-COLLEGIATE LEVEL. BUT SPECIAL ATTENTION IS GIVEN TO THE SYSTEMS VIEW OF INTERNATIONAL AFFAIRS. EACH VIEW IMPLIES DIFFERENT VALUES AND ASSUMPTIONS WHICH ARE RARELY EXPLICATED.

Edith Stein, Husserl's brilliant student and assistant, devoted ten years of her life to teaching in a girls' secondary school, during which time she gave a series of lectures on educational reform and the appropriate education to be provided to girls. She grounds her answer to these questions in a philosophical account of the nature of woman. She argues that men and women share some universally human character' istics, but that they have separate and distinct natures. Her awareness of the rich variety of different personality types and specific differences among individuals allows her to hold an essentialist view of the nature of woman without either stereotyping individual women or assuming that woman's nature is in any way inferior to man's.